Needs Analysis and Perception of the MA ELT Curriculum: Evaluating the Effectiveness and Identifying Future Risks
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Abstract
This study investigates how current students, alumni, and other stakeholders perceive and evaluate the effectiveness of the MA in English Language Teaching (ELT) curriculum at a public university in Thailand. The study, situated in the EFL context, also aims to understand the stakeholders’ view of how the programme can prepare students for their professional roles, to identify the key competencies necessary for effective English language teaching, and to assess potential future risks to the programme’s relevance and sustainability. With a sample of 106 participants categorised into current and non-current students, quantitative data were collected through a comprehensive questionnaire adapted from established sources in ELT education. Descriptive statistics and Mann-Whitney U tests were employed to interpret the data. The findings revealed that both groups of stakeholders generally perceived the curriculum as effective in supporting relevant teaching skills and aligning with contemporary educational trends. However, future risks such as technological disruption, competing online certifications, and changes in educational policies were identified as significant challenges within the Thai higher education context. This paper offers recommendations for addressing these risks while ensuring continuous relevance and effectiveness in the MA in ELT programme.
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References
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